Eastern Illinois University
The Keep
Fall 2014
2014
Fall 8-15-2014
ENG 3705-001: American Multicultural
Literatures
Jeannie Ludlow
Eastern Illinois University
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Recommended Citation
Ludlow, Jeannie, "ENG 3705-001: American Multicultural Literatures" (2014). Fall 2014. 78. http://thekeep.eiu.edu/english_syllabi_fall2014/78
AMERICAN MULTICULTURAL LITERATURES SEXUAL BORDERLANDS: TROUBLING INTIMACY ENG 3705 sect. 001, CRN 93617
Dr. Jeannie Ludlow Fall, 2014
8:00-‐8:50 a.m. MWF in Coleman 3150
Office: 3139 Coleman Hall
E-‐mail: [email protected], via D2L, please Mailbox: 3351 Coleman Hall
Office Hours: M 1:30-‐3:30 p.m., T 9:30-‐11:30 a.m.,
F 10-‐10:50 a.m., and by appointment. The best way to reach me is via email (expect about 24 hours answer-‐time). If you really need to reach me immediately, please call either the English Dept. main office (581-‐2428) or the Women’s Resource Center (581-‐5947) and leave a message for me.
Course Description for ENG 3705 from Undergraduate Catalog: “Emphasis on race,
ethnicity, class, gender, and sexuality in literatures from 1700 to the present, featuring African-‐ American, Asian-‐American, Native-‐American, Latino/a writers and immigrant American Writers.” In this section of ENG 3705, we will examine how these authors trouble identity in their
representations of sex, sexuality, and intimacy.
Note about the theme of this class: Materials
covered in this class will include frank and explicit representations of a variety of sexual activity; students who are uncomfortable with this kind of material may want to wait and take ENG 3705 in another semester.
ENG 3705 is a Writing Intensive course. From the EIU website: “In such courses several writing assignments and writing activities are required. These assignments and activities, which are to be spread over the course of the semester, serve the dual purpose of
strengthening writing skills and deepening
understanding of course content. At least one writing assignment is to be revised by the student after it has been read and commented on by the instructor. In writing-‐intensive courses the quality of students' writing should constitute no less than 35% of the final course grade.” (www.eiu.edu/~writcurr/purpose.php)
Course Format: This is a writing-‐intensive,
discussion-‐ and participation-‐oriented course; assignments function as preparatory work for and the bases of the learning process, not as ends in themselves. Students have primary responsibility for the focus and tone of class discussions. Written work may be revised at the discretion of the professor and within a reasonable time frame.
Course Expectations: It is my educational philosophy
that each of us is responsible for her/his own education; the role of the professor is to guide and facilitate learning, not to tell students what (or how) to think. Therefore, it is expected that students will come to class having done all assignments, fully prepared to engage in discussions, activities, etc., that revolve around the assigned materials. All opinions and ideas are encouraged in this class; it is
never expected that students will agree with
everything they read, see or hear. Students will not be evaluated on their opinions but on their ability to analyze and evaluate texts and concepts and express their own opinions clearly and thoughtfully. Critical thinking and articulation of disagreements are encouraged.
Student Learning Objectives—students will:
a. learn to identify and interpret major works from the canon of American multicultural literature. b. improve your understanding of diverse philosophic and aesthetic points of view.
c. be able to recognize how different multicultural literary texts portray such cultural issues as race, ethnicity, class, gender, and sexuality.
d. produce written and oral texts of your own, demonstrating accomplishment of objectives a to c.
Special circumstances: If you have a documented
disability and wish to receive academic
accommodations, please contact EIU’s Office of Disability Services (581-‐6583) as soon as possible. If you require assistance with any other circumstance that arises, please do contact me as soon as you can, so we can work out a good plan of action together.
Required texts:
You are required to do all assigned reading for this course. Eight texts for this course were ordered from Textbook Rental. (ISBNs are given in case you would like to order personal copies from an on-‐ line used bookstore.) Some required readings will also be available only on-‐line or via D2L.
TRS TEXTS
Abu-‐Jaber, Diana. Crescent: A Novel. NY: WW Norton, 2004. ISBN: 978-‐0-‐393-‐32554-‐6.
Chabon, Michael. The Amazing Adventures of Kavalier and Clay. NY: Random House, 2000. ISBN: 978-‐0-‐ 8129-‐8358-‐6.
Diaz, Junot. This Is How You Lose Her. NY: Riverhead Books, 2012. ISBN: 978-‐1-‐59463-‐177-‐1. Erdrich, Louise (Turtle Mountain Chippewa). The Last
Report on the Miracles at Little No Horse. NY: Harper Collins/Perennial, 2001. ISBN: 978-‐ 0061577628
Hwang, David Henry. M Butterfly. 1986. NY: Penguin/ Plume, 1989. ISBN: 978-‐0-‐452-‐27259-‐0.
Hughes, Langston. The Collected Poems of Langston Hughes. Ed. Arnold Rampersad. NY: Random
House/Vintage, 1994. ISBN: 978-‐0-‐679-‐76408-‐3. Lorde, Audre. Zami: A New Spelling of My Name. Berkeley:
Crossing Press, 1982. ISBN: 978-‐0-‐89594-‐122-‐0. Prasad, Chandra. On Borrowed Wings—not using this text.
Other Requirements:
You will also need regular access to a computer and e-‐ mail and the ability to use D2L. If you need help with this, let me know right away.
IN ORDER TO PASS THIS CLASS, YOU MUST COMPLETE FOR GRADING:
BOTH EXAMS;
PROPOSAL, ANNOTATED BIBLIOGRAPHY, FIRST GRADED DRAFT, ORAL PRESENTATION,
AND REVISED DRAFT OF THE FINAL RESEARCH PROJECT. EXCESSIVE ABSENCE WILL RESULT IN AUTOMATIC
FAILURE OF THIS COURSE.
GRADES will be earned through the following compo-‐
nents, each of which will be assigned a letter grade: 30% participation (includes attendance, discussion
based on successful completion of all reading, and in-‐class writing assignments)
20% two take-‐home exams (10% each) 5% proposal for final research project
10% annotated bibliography of secondary/theoretical sources for final research project
10% first full draft of final research project 10% oral presentation of research project 15% revised draft of final research project
NOTE: There will be no makeups for in-‐class writing
assignments. In-‐class writing will usually be the first activity in every class session; if you are late to class, you may miss it. Makeups for other assignments may be permitted in cases of documented hardship or emergency. If you experience hardship or emergency, please let me know as soon as is reasonable.
LATE POLICY: Late work is strongly discouraged.
However, late is better than not at all. Work will depreciate in value one letter grade for each school day it is late, beginning at 8:00 a.m. on the day it is due, unless we negotiate an agreement in advance. All work is due at the time noted in the schedule.
ATTENDANCE POLICY: University students are adults
and should make your own choices about attending class; do remember that any choice one makes comes with consequences. In this class, the consequence for absence may be a lower grade or failure of the course. I take attendance using a student sign-‐in sheet. If you are late, it is your responsibility to remember to sign the sign-‐in sheet at the end of class that day; if you forget, you are absent. In-‐class
assignments are accepted for grading only on the day they are done and only if you are in attendance (no exceptions). If you miss a class, you are
responsible for finding out what you missed (from a peer or during my office hours) and for making sure that you get copies of handouts, worksheets, etc. Please do not e-‐mail me and ask, “did I miss anything?” and please do not interrupt the whole class to ask what you missed.
E-‐mail guidelines: (NOTE: this is good advice for e-‐
mailing all your instructors) Communication with your instructors, whether by e-‐mail, by phone, or in person, is a professional exchange. Please be sure to reflect this professionalism in your communication. All e-‐mails must have: an appropriate salutation (“Dear Jeannie,” “Hello, Dr. Ludlow,” etc.); the course info in the subject line (e.g. ENG3705); and a recognizable signature. Your e-‐mails should be written with complete words and in complete sentences (“May I schedule an appointment with you?” not “Can I C U?”); this is true even if you are sending the emails on your phone. Also, please note that I only check my e-‐mail two or three times each school day. It often takes me one full school day (24 hours, M – F) to answer any e-‐mail message—I typically do not check my campus e-‐mail on weekends. ALL COURSE-‐RELATED E-‐MAILS SHOULD BE SENT TO ME ON D2L.
CLASSROOM BILL OF RIGHTS AND RESPONSIBILITIES—the following constitutes an agreement between the students and professor for this course. Everyone in this class (students,
instructors, and guests) has the right to work in a harassment-free,
hostility-free environment; harassment of others and explicit or deliberate hostility are not tolerated.
Everyone in this class (students,
instructors, and guests) has the right to be treated with respect and dignity at all times, even in the midst of heated disagreement.
Everyone in this class (students, instructors, and guests) has the responsibility to behave as a competent adult and to be open and polite to one another.
Everyone in this class (students, instructors, and academic guests) has the responsibility to come to every class fully prepared to listen, to participate, to learn and to teach. Everyone in this class (students,
instructors, and guests) has the responsibility to work together to create, in this class, an environment in which active learning, including responsible and respectful
ENG 3705, Fall ‘14 3 The professor has the responsibility to
treat all students fairly and to evaluate students’ work accurately, in terms of the skills that any student in this course is expected to gain.
The professor has the responsibility to make assignment requirements and evaluation criteria clear. Students have the right to feel
confident that their work is being evaluated on its own merits, not on the basis of the students’ personal
opinions.
Students have the responsibility to view their professor as a partner in their education, not as bent on causing students anxiety and frustration. Students have the responsibility to
understand that the professor is not primarily responsible for making students understand; it is students’ job to study, ask questions, and learn. Students have the responsibility to keep
an open mind and to try to comprehend what the professor and the texts are trying to get across to them.
Students have the responsibility to read the assignments carefully, noting important ideas and rephrasing information in their own words.
Students have the responsibility to work through examples in the assignments and in class discussions or lectures and to ask questions if they do not understand concepts or examples.
Students have the responsibility to do every bit of assigned homework with proper attention and thought.
Students have the responsibility to ask for help when they need it; help is available from the professor, from other students, from the Writing
Center, the Student Success Center, and the Reading Center, and from other resources on campus.
Students have the responsibility to accept that their work will be evaluated in terms of the skills any student in this course is expected to gain.
Students have the responsibility to try to integrate the information from this course into other courses and into
other areas of their lives.
ACADEMIC INTEGRITY: In this course, we will
comply with EIU’s academic integrity policy (see your catalog). I have no tolerance for plagiarism or cheating. Please note that “plagiarism or cheating” includes (but is not limited to):
1. quoting from a source without fully and correctly citing that source and/or without using quotation marks
2. paraphrasing from a source without fully and correctly citing that source
3. turning in a paper with an incorrect or incomplete works cited list
4. falsifying data
5. turning in someone else’s work as your own— this includes (but is not limited to)
a. copying another’s work from a quiz or assignment
b. turning in work that someone else wrote c. using on-‐line or hard copy paper mills
6. turning in your own work that was written for another course, without prior permission from
both professors.
Violations of EIU’s academic integrity policy will result in an automatic failing grade in this course and notification of the Office of Student Standards. For more information, see www.eiu.edu/judicial. In
this class, all bibliographies/works cited listings must conform to MLA guidelines, 7th edition (2009).
WRITING ASSIGNMENTS
All in-‐class writing for grade (quizzes, exams, daily writings) will be hand-‐written in ink. All out-‐of-‐ class writing will be typed, double-‐spaced, in a standard font, with your name and page numbers on every page and submitted to me via D2L.
Please do not include cover pages and do not submit paper copies to me, if you can avoid it—I am a big fan of conserving natural resources.
When you submit papers via D2L, please be sure that all parts of the paper are in one document; never submit the Works Cited as a separate document. I will do my best to acknowledge receipt of your submission very quickly, so you know that your emailing was successful. If I forget, please ask! Important: please remember that
bibliographies/works cited listings in MLA are alphabetized by authors’ last names. All
bibliographies/works cited listings must conform to MLA guidelines, 7th edition (2009).
PARTICIPATION
Participation consists of regular attendance and productive participation in class discussions and in-‐class activities. The items in bold are the most important.
A = almost perfect attendance and almost never late; active and substantive participation in
class discussions, explicitly about the materials assigned for that day or unit,
involving obvious critical thought and making connections to other materials or examples; avoidance of “side” conversations in class; leadership role in group activities and discussion; professional interactions with others in class, even when disagreeing strongly, and in all communications with professor; consistent inattention to cell
phones, laptops, ipads, and other electronic devices during class
B = almost perfect attendance and almost never late; consistent participation in class discus-‐
sions and activities, even when confused or struggling with ideas; professional behavior in
class (including not carrying on “side” conversations and not being rude) and in all communication with professor; inattention to cell phones, laptops, ipads, and other
electronic devices during class
C = consistent attendance with full preparation of course materials but little to no verbal
participation in discussions unless required;
professional behavior in class and in all communications with professor; consistent “follower” role in group activities; OR consistent enthusiastic participation in discussions and activities, with no explicit
evidence of full preparation of course
materials; professional behavior in class and in
all communications with professor; inattention to cell phones/electronic devices during class D = frequent lateness or absence; unprofessional, rude, or inappropriate behavior in class or on discussion boards (including, but not limited to, doing homework for other classes, reading newspapers, occasionally attending to cell phones, “side” conversations, etc.)
F = absence; disruptive or hostile behavior in class or on discussion boards; frequent attention to cell phones, laptops, ipads, and other
electronic devices during class.
TWO TAKE-‐HOME EXAMS
Exams will cover all materials and concepts assigned and discussed in class. They are designed to test knowledge; hone critical thinking, reading, and writing skills; and reward students who keep up with and think critically about the issues raised in class. Exam essays must fully cite all works cited/paraphrased, using MLA 7th edition (2009) guidelines.
FINAL RESEARCH PROJECT
RESEARCH QUESTION: How do authors of American multicultural literatures trouble both racial and sexual identity categories in their representations of sex, sexuality, and/or intimacy?
YOUR TASK: Choose one literary text from our required readings and one multicultural American literary text that we did not read in class. Using these two texts as your primary sources, 1) narrow the research question, above, by making it more specific to your texts; and 2) answer the narrowed research question, using a combination of close reading skills and at least four (4) secondary and theoretical
sources (one must be from required course readings; at least two must be sources not from class). This assignment has five parts, all of which must be completed in order for you to pass the course. 1. the proposal (5% of final grade), due Fri., Oct. 24 at 11:59 p.m. (via D2L). Proposal is one page, typed, and may be organized in bullet form, outline form, or narrative (paragraph) form. It includes: a) the authors and titles of the two primary texts your paper will be about (one from class; one not from class); b) the narrowed research question; c) full bibliographic listing (i.e., works cited listing) for two possible secondary sources that you might use for the paper; d) 2-‐3 sentences explaining why readers should care about your topic; e) any questions or concerns you have about your project.
2. the annotated bibliography of
secondary/theoretical sources (10% of final grade), due Wed., Nov. 5 at 5 p.m. (via D2L). This provides your evidence of having done research about your topic. A sample annotated bibliography will be posted for you on D2L. Your annotated bibliography must have three annotations; all three must be for secondary or theoretical sources relevant to your paper topic. None of the works on your annotated bibliography may be required course readings. NOTE: you might find a helpful source that is not directly about either of your primary sources; that is fine (see, for example, the Mayer article we will be reading on Oct. 20, as an example).
3. the first draft (10% of final grade), due Sun., Nov. 16 at 5 pm (via D2L), is neither a rough draft nor an incomplete one. Your paper must be complete and fully proofread, including full and correct citation of all sources (MLA, 7th ed.), correct standard American
grammar and writing conventions, and arguable thesis that is argued throughout the paper (if you need help with any of this, go to the Writing Center or meet with me early in the process). This is a graded paper; incomplete drafts will earn an automatic F. I will mark this draft and conference with you about it;
4. oral presentation (10% of final grade), due Mon., Dec. 8 in class. You will give an 8-‐minute (MAX) presentation of your research to your classmates. This assignment fulfills EIU’s requirement that each class evaluate students on their speaking ability. You may use any format for your presentation.
5. the revised draft (15% of final grade), due Fri., Dec. 12 by 5 p.m. (via D2L), will reflect your full attention to my feedback to your first draft and to your classmates’ questions/feedback for your oral presentation.
ENG 3705, Fall ‘14 5
Students in this course are strongly encouraged to submit their research papers for inclusion in the English Department’s spring student research conference and/or in essay contests.
TEACHER CERTIFICATION STUDENTS: Students
seeking Teacher Certification in English Language Arts should provide me with a copy of the yellow “Application for English Department Approval to Student Teach” before the end of the semester.
ENG 3705
TENTATIVE SCHEDULE, Fall, 2014
*always subject to revision!*
DATE
ASSIGNMENTS DUE
IN CLASS
KEY
CONCEPTS/CONCERNS
M 8/25
no reading due
read in class: Divakaruni, "The Brides Come to Yuba City"; Chrystos, "Sestina"; Trethewey, "Father"; Castro, "It's Difficult to Croak Out While You Look at Me that Way"; Smith, "What It's Like to Be a Black Girl (For Those of You Who Aren't)" (handouts)
introduction to
course, syllabus,
materials
in-‐class activity:
reading difference
diversity, American,
multicultural
literature(s), identity,
sexuality
W 8/27
read: course syllabus and bring
questions to class
discussion: the
syllabus; course
expectations
discussion: poems
from Monday
identity and difference
race and racialization
sexuality (cont’d)
poetic form
F 8/29
read: Brant, “A Long Story” and
Salti, “Vivian and Her Son” (both
on D2L)
discussion: LGB
studies and queer
studies
identity and difference
(cont’d)
narrative theory
M 9/1
no classes—Labor Day
W 9/3
read: Asher, “Made in the
(Multicultural) U.S.A.: Unpacking
Tensions of Race, Culture, Gender,
and Sexuality in Education” (D2L)
discussion: What are
the risks of examining
these questions in a
university classroom?
in other settings? Are
the risks worth it?
pedagogy
praxis
hybridity
silencing
“model minority”
safety
F 9/5
read: Giffney, “The ‘Q’ Word” and
Cutter, “Racial Desires” (both on
D2L)
discussion: What is
the relationship
among queer,
identity, and desire?
intersectionality
M 9/8
read: Wilchins, from Queer
Theory, Gender Theory, pp. 33-‐70
and 107-‐121 (D2L)
discussion: queering
identity
W 9/10
read: Gay, “In the Manner of
Water or Light” and Kobayashi,
“Given Names” (D2L)
discussion: queering
ethnicity
9/10
through
9/14
REQUIRED: Lonely Planet—play
at Doudna Fine Arts Center
theatre (tickets $5 for students).
productions:
9/10, 9/11, 9/12, 9/13
at 7:30 pm
NOTE: if you cannot
attend the play, you
will have an
ENG 3705, Fall ‘14 7
Please go see this play in
production this week. If you
cannot attend the play, please let
me know as soon as possible.
9/14 at 2:00 pm
alternative assignment
that must be
completed by class on
9/15.
F 9/12
read: Hwang, M Butterfly
discussion: queering
relationships
intertextuality
M 9/15
no reading due
discussion: from M
Butterfly to Lonely
Planet—acting up
queer art and activism
W 9/17
read: Jagose, “Queer Theory”
(D2L)
discussion:
poststructuralism and
queer theory
poststructuralism
postmodernism
performativity
F 9/19
read: Glick, “Defining Queer
Ethnicities” pp. 123-‐4 (Glick essay)
and 128-‐31 (Holland essay) (D2L)
discussion: queer
theory and
embodiment
embodiment
normal(ization)
center
rhizome
M 9/22
no readings due
in-‐class activity: Pride
Panel
putting people’s lived
experiences in
conversation with the
theories
W 9/24 read: Diaz, “Drown” (D2L) and This
Is How You Lose Her, to p. 50
discussion: passing
passing as identity
politics
is it possible to queer
passing?
F 9/26
read” Diaz, This Is How You Lose
Her, to the end of the book
discussion: queering
heterosexual desire
heteronormativity
M 9/29
read: Hughes, “Blessed Assurance”
(D2L) and these poems: “Poem [2]”
(52), “Mulatto” (100), “Desire”
(105), “Ballad of the Girl Whose
Name Is Mud” (256), “Silhouette”
(305), “Fulfillment” (330), “Café: 3
a.m.” (406)
discussion: race,
gender, and eroticism
in works of Langston
Hughes
W 10/1 read: Borden, “Heroic ‘Hussies’ and
‘Brilliant Queers’” (D2L)
discussion: resisting
normalization
genderracial
F 10/3
read: Smith, “13 Ways of Looking
at 13” (D2L), and Lorde pp. 68-‐147
discussion: queering
adolescence
M 10/6
read: Erdrich to p. 158
discussion:
challenging binaries
through indigeneity
indigenous
W 10/8 read: Erdrich to p. 253
discussion: queering
the Church
F 10/10 read: Erdrich to end
Take-‐Home Midterm Exam
distributed
discussion: queering
love
M 10/13 read: Miranda, “Dildos and
Hummingbirds” and selected
poems (D2L)
discussion: the erotic
as power
W 10/15 read: Mayer, “This Bridge of Two
Backs” (D2L)
discussion: queer
indigeneity
R 10/16 DUE, 11:59 p.m. Take-‐Home
Midterm Exam, via D2L
F 10/17 no classes—Fall Break
M 10/20 read: Chabon to p. 240
discussion: Othering
and alienation
Other
W 10/22 read: Glinert, “Golem” (D2L)
discussion: golem and
scapegoating
scapegoat
Other
F 10/24 read: Chabon to p. 321
DUE, 11:59 p.m. Final Research
Project Proposal
discussion: power
and privilege
ENG 3705, Fall ‘14 9
